Language Arts Mini Lessons




Author’s purpose
o
The reason why the author wrote a passage

To inform- They use facts and details that help readers understand a subject. Sometime they tell you “how to” do
something.

To entertain- They tell stories, using words and ideas that the readers will enjoy; often fictional stories or stories that are
not true. (To amuse, tell a joke, enjoyment…)

To persuade- They try to make readers do something, believe something, or buy something, often by giving opinions.

“Vote for me!”

To narrate- To tell a sequence of events or tell a story ; Harry Potter

To describe- They use colorful, rich details to tell about people, places and things to create a picture; The bright red 2010
Dodge Charger
o
Resources:

http://lauracandler.com/filecabinet/literacy/PDFRead/Authors_Purpose_Pointer.pdf

http://www.woodland.k12.mo.us/faculty/rgarner/Reading/Authors%20puropse.htm

http://www.polk-fl.net/staff/teachers/reading/documents/SeptemberFOCUSCalendarElem.pdf

Cause and Effect
o
A cause is something that makes something else happen. Out of two events, it is the event that happens first. To determine the
cause, ask the question "Why Did it Happen?"
o
An effect is what happens as a result of the cause. Of two related events, it’s the one that happens second or last. To determine
the effect, ask the question "What Happened?"

Ex.
Cause: One pig made his house out of straw, which was a weak material.
Effect: The wolf was easily able to blow it down.
o
Resources:

http://www.ereadingworksheets.com/text-structure/patterns-of-organization/cause-and-effect/

http://www.brainpopjr.com/science/land/fastlandchanges/preview.weml

http://teachers.net/lessons/posts/2807.html

http://www.lauracandler.com/filecabinet/literacy/PDFRead/HowKrispyKremesWork.pdf?q=krispy (Test)

Across the Stream - Ginsburg

Comet’s Nine Lives - Brett

Encounter – Yolen

If Up Take a Mouse to the Movies - Numeroff

If You Give a Moose a Muffin – Numeroff

If You Give a Mouse a Cookie – Numeroff

If You Give a Pig a Pancake – Numeroff

Napping House – Wood

River Friendly, River Wild – Kurtz

Sierra – Siebert

That’s Good! That’s Bad! - Cuyler

Where the Wild Things Are - Sendak

Why Mosquitoes Buzz in People’s Ears – Aardema 398.2

Why the Chicken Crossed the Road – Macaulay
Character traits
o
Analyzing Characters

When we talk about a character, we often describe that character in terms of character traits, descriptive adjectives like
happy or sad that tell us the specific qualities of the character. They're the same kinds of words that we might use to
describe ourselves or others, but we're using them to describe fictional characters in something we've read.

Ex. Harry Potter is courageous and brave because of the way he defeats his enemies.
o
Resources:

http://lauracandler.com/books/TPT/AnalyzingCharacterTraitsPreview.pdf

http://www.readwritethink.org/files/resources/lesson_images/lesson175/traits.pdf

http://www.readwritethink.org/files/resources/lesson_images/lesson175/RWT186-1.pdf

http://www.mousecircus.com/videotour.aspx

Amazing Grace – Hoffman

Amos & Boris – Steig

Chrysanthemum – Henkes

Crow Boy – Yashima

Miss Rumphius – Cooney

My Great Aunt Arizona – Houston 921 Hug

Song and Dance Man - Ackerman
Context clues/ Vocabulary
o
Word clues that can help you figure out the meaning of an unknown word. They may be in the same sentence as an unfamiliar
word, or in nearby sentences.

Ex. Word: Motivated, Sentence with context clues: “I was feeling so motivated today that I got up early to go for a run,
made a healthy breakfast, and got some work done before heading into the office.”

Using the context clues from the sentence, I can infer that motivated means to be ready and willing to do something
eagerly.
o
Resources:

http://www.pearson.com.au/LinkedFiles/Free/9780733978562/COTCE.pdf



http://www.lauracandler.com/filecabinet/seasonal/EggcellentVocabulary.pdf
http://www.lauracandler.com/strategies/spellingvocab.php
http://jc-schools.net/tutorials/game/mad-sci.pdf

Fact and Opinion
o
A FACT can be proven to be true.
o
An OPINION is what someone believes -it cannot be proven true or false.
o
To see if something is a fact, ask yourself,
“Can this statement be proved?
o
To check for opinions, ask yourself,

“Does this tell a thought or feeling?”

“Would the statement be true all of the time?”
o
Ex. FACT: Soccer and Tennis are both sports. OPINION: Soccer is a better sport than Tennis.
o
Resources:

http://www.lucidcafe.com/library/96jan/king.html

http://www.educationworld.com/a_lesson/TM/WS_MLK_248a.shtml

http://pbskids.org/arthur/games/factsopinions/factsopinions.html

http://www.kyrene.k12.az.us/schools/brisas/sunda/mystery/Reasoned_judgment.pdf

Figurative Language
o
The use of words, phrases, symbols, and ideas in such as way as to evoke mental images and sense impressions

Simile
o
A simile uses the words “like” or “as”
to compare one object or idea with another to suggest they are alike.
Example: busy as a bee

Metaphor
o
The metaphor states a fact or draws a verbal picture by the use of comparison.
A simile would say you are like something; a metaphor is more positive - it says you are something.
Example: You are what you eat.

Personification
o
A figure of speech in which human characteristics are given
to an animal or an object.
Example: My teddy bear gave me a hug.

Alliteration
o
The repetition of the same initial letter, sound, or group of sounds in a series of words.
Alliteration includes tongue twisters.
Example: She sells seashells by the seashore.

Onomatopoeia
o
The use of a word to describe or imitate a natural sound or the sound
made by an object or an action. Example: snap crackle pop

Hyperbole
o
An exaggeration that is so dramatic that no one would believe the statement is true.
Tall tales are hyperboles.
Example: He was so hungry; he ate that whole cornfield for lunch, stalks and all.

Clichés or Idiom
o
A cliché or Idiom is an expression that has been used so often that it has become trite
and sometimes boring. Example: Many hands make light work.
o
Resources:

http://www.ereadingworksheets.com/figurative-language/figurative-language-activities/

http://lauracandler.com/filecabinet/literacy/PDFPoetry/poeticdev.pdf

Owl Moon by Yolen- Similies and Metaphors

Old Turtle by Douglas Wood- Figurative Language- Metaphors, personification, similes, hyperbole

The Rain Came Down- Onomatopoeia

Officer Buckle and Gloria by Rathmann- Personification

Velveteen Rabbit by Williams- Personification

Four Famished Foxes – Edwards- Alliteration

Some Smug Slug – Edwards- Alliteration

Genres
There are
two main
categories.
o
Fiction: Books that are made up by the author, or are not true
o
Non- Fiction: Books that are true are about real things, people, events, and places.

Characters, settings, and events must conform to what is true

Story cannot be manipulated by the writer’s imagination
o
Types of Fiction:

Fantasy:

A story that could never really happen

Not realistic

Realistic Fiction:

A story that could happen

It seems real

Historical Fiction:

A story that seems real and took place in the past.

It may include actual people or events from the past, but some of the story came from the author‛s imagination.

Traditional:
AND



o
o



Folk tales, fairy tales, myths and legends

Passed down orally throughout history Magical
Mystery:

A story about something that needs to be solved
Science Fiction:

Tells about supernatural events

Based on science
Humor:

A funny story written to make you laugh
Types of Non-Fiction:

Biography:

A true story about a person‛s life

Autobiography:

A true story about a person‛s life, written by that person

Informational:

Contains ideas, facts and principles about our world

Many forms: picture book, article, essay, letter, journal, notes, manuals, brochures, etc.

Reference:

Dictionary

Encyclopedia

Atlas/Almanac
Resources:

Genre walk: http://lauracandler.com/filecabinet/literacy/PDFRead/GenreWalk.pdf

Book list- http://www.readwritethink.org/files/resources/lesson_images/lesson270/genre_books.pdf

Autobiography:

Don’t You Know there’s a War On? – Stevenson, James

Through My Eyes – Bridges, Ruby

Biography:

Wilma Unlimited – Krull (Wilma Rudolph) 921 Rud

American Boy, the Adventures of Mark Twain – Brown 921 Twa

Fantasy:

Rootabaga Stories – Sandburg 808.8

Historical fiction:

Pink and Say – Polacco (Civil War)

Train to Somewhere – Bunting (Orphan Train)

Mystery:

Grandpa’s Teeth – Clement

Realistic fiction:

Lady in the Box - McGovern

Your Move – Bunting

Science fiction:

Mission Ziffoid – Rosen

Nova’s Ark – Kirk
Grammar
PART OF SPEECH
BASIC FUNCTION
EXAMPLES
noun
names a person, place, or thing
pirate, Caribbean, ship
pronoun
takes the place of a noun
I, you, he, she, it, ours, them, who
verb
identifies action or state of being
sing, dance, believe, be
adjective
modifies a noun
hot, lazy, funny
adverb
modifies a verb, adjective, or other
adverb
softly, lazily, often
preposition
shows a relationship between a noun up, over, against, by, for
(or pronoun) and other words in a
sentence
conjunction
joins words, phrases, and clauses
and, but, or, yet
interjection
expresses emotion
ah, whoops, ouch
article
identifies and specifies a noun
a,an, the
Grammar Explorations Online
o
Grammaropolis- http://www.grammaropolis.com/Games/games.html
o
Road to Grammar- http://www.roadtogrammar.com/
o
Grammar Ninja- http://www.kwarp.com/portfolio/grammarninjawii.html
o
Grammar Blast- http://www.eduplace.com/kids/hme/k_5/quizzes/?x=100&y=19
o
Wacky Web Tales- http://www.eduplace.com/tales/index.html
o
http://www.harcourtschool.com/glossary/grammar/index5.html

Inferences
o
This is when you use prior knowledge and clues from the text to draw conclusions and form your own ideas about the text.
o
The author does not always tell the reader all that is going on. It is up the reader to infer what is happening.

Ex. In the story, Goldilocks and the Three Bears, the author does not tell us that Goldilocks is sad or lonely. But we can
infer that from the clues of how she has run away from home and eating, sleeping, and sitting in a stranger’s home.
o
Resources:

http://www.thelearningpad.net/id70.html

http://lauracandler.com/filecabinet/literacy/PDFRead/InferenceorPrediction.pdf

The Mitten Jan Brett K‐4 Prediction

Andrews loose tooth by Robert Munsch- problem solving and predicting

Irony

http://www.ereadingworksheets.com/free-reading-worksheets/irony-worksheets/

Wreck of the Zephyr - Van Allsburg

Main idea
o
The Main idea refers to what a paragraph or an article is about. "Main" means what is important, or key, the heart of the matter.
"Idea" means the thought, the thesis or the topic.
o
Often times the main idea is stated in the topic sentence. Other times you will need to think of the “Big Picture”.
o
When writing the Main Idea, think of how you might tell a friend about the movie you saw last night.
o
Ex. “The main idea of The True Story of the Three Little Pigs is, the wolf tells his side of the story and how he is innocent.
o
Resources:

http://www.brainpop.com/english/writing/mainidea/

http://www.brainpopjr.com/readingandwriting/comprehension/mainidea/grownups.weml

http://www.harcourtschool.com/activity/book_buddy/rosie/skill_pre.html

Chair for my Mother - Williams

Fables - Lobel

Frog Prince Continued - Scieszka

Great Kapok Tree – Cherry

The Important Book - Brown

Keeping Quilt – Polacco

Mood
o
o
o
o
o
o
o
Atmosphere, state of mind
Mood is the emotions that you feel while you are reading. Some literature makes you feel sad, others joyful, still others, angry.
Some adjectives to describe MOOD: Fictional, imaginary, fanciful, idealistic, romantic, realistic, optimistic, pessimistic, gloomy,
mournful, sorrowful…
Tone and Mood are closely related.
Tone is what the author or narrator thinks and feels about a piece and that mood is what YOU feel about the work
Ex. The story, Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst; the tone is gloomy, whereas the mood may also
be gloomy or maybe amused.
Resources:

http://lauracandler.com/filecabinet/literacy/PDFRead/LiteraryMoodRing.pdf

http://lauracandler.com/filecabinet/literacy/PDFRead/MoodList.pdf

http://www.youtube.com/watch?v=jDUhDV-72S0

http://www.pflugervilleisd.net/curriculum/ela/grade6/documents/TONEMOOD_000.pdf

http://www.brighthub.com/education/k-12/articles/12268.aspx

The Rain Came Down by David Shannon

Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst

Narrative Elements
o
(No need for a separate mini lesson, but below is a few resources that cover a large portion of most Narrative Elements and explain
why they are important.)
o
Resources:

http://www.ereadingworksheets.com/e-reading-worksheets/all-reading-worksheets-list/

“Explain that there is the mystery of what the author is writing about, the theme of the story. Tell the kids that plot, setting,
character, and central conflict are the clues that will help them find out what a book is really about. Every kid loves a
mystery (as do their parents), and what's more, every kid wants to be the detective who solves the puzzle.”

Plot Map
o
o
o
o
o
o
o
Plot: Plot is the organized pattern or sequence of events that make up a story. Every plot is made up of a series of incidents that
are related to one another.
Exposition: This usually occurs at the beginning of a short story. Here the characters are introduced. We also learn about the
setting of the story. Most importantly, we are introduced to the main conflict (main
problem).
Rising Action: This part of the story begins to develop the conflict(s). A building of
interest or suspense occurs.
Climax: This is the turning point of the story. Usually the main character comes
face to face with a conflict. The main character will change in some way.
Falling Action: All loose ends of the plot are tied up. The conflict(s) and climax are
taken care of.
Resolution: The story comes to a reasonable and interesting conclusion or ending.
Resources:

http://www.lauracandler.com/filecabinet/literacy/PDFLC/StoryPlotMap.pdf

http://www.learner.org/interactives/story/index.html

http://www.ereadingworksheets.com/free-reading-worksheets/story-



Poetry
o
o
o
o
structure-worksheets/
Where the Wild Things Are- Plot w/ clear climax
Scaredy Squirrell by Melanie Watt- Plot map, making connections
Acrostic

Cinquain

A five lined poem that has the following pattern:

Line 1: Title (noun) - 1 word
Line 2: Description - 2 words
Line 3: Action - 3 words
Line 4: Feeling (phrase) - 4 words
Line 5: Title (synonym for the title) - 1 word
Haiku

A three lined poem with the syllable pattern of 5,7,5

Example:

Green and speckled legs,
Hop on logs and lily pads
Splash in cool water.

Example:

Bubbles
Delicate balls
Softly Floating above
Unbelievable happiness
Transparent
Free Verse

A kind of poetry that has no real rhythm or pattern, so you can put words together in all sorts of ways. You can be VERY
imaginative!

Example:
 Wind
Blowing briskly
Leaves fall
From
The
Trees
We rake
Colored leaves
In
A
Big
Pile.
And jump.
o

Limericks

A five lined poem with a special beat and rhyming pattern

Lines 1, 2 and 5 have 9 beats and the last words rhyme.

Lines 3 and 4 have 6 beats and rhyme with each other.

Example:

There once was an old man from Peru
His poor llamas came down with the flu
In the valley he passed
All the people who gasped
At the beast that was uttering "moo"
o
Shape poems

Poems that are made up of words that have been placed in such a way that they make the shape of an object and also
use words to describe the object.
o
Resources:

http://www.lauracandler.com/filecabinet/literacy/poetry.php

http://www.kidzone.ws/poetry/haiku.htm

http://pbskids.org/arthur/games/poetry/what.html
Point of view
o
First Person point of view:

Narrator is a character in the story.

Narrator uses 1st person pronouns (I, me, my, we, us, our) to refer to himself or herself.

Advantage – Narrator can vividly describe his/her own thoughts, feelings, observations and help reader feel closer to
him/her or to the action.

Disadvantage – Narrator does not have direct access to thoughts and feelings of other characters and can’t tell about
other events if he/she isn’t present (so reader doesn’t learn of events until narrator does).
o
Third Person Point of view:

Narrator does not participate in action of story and does not refer to himself/herself, uses you and your.

Narrator knows thoughts and feelings of all characters, so reader gets insight into several characters.

Narrator can describe aspects of characters that they themselves don’t know or can’t see, such as facial expressions.

Narrator is also able to comment on what the events in a story mean.
o
Third Person Limited:

Narrator does not participate in action of story and does not refer to himself/herself, uses him, her, her, they, and them.

Narrator tells only what one character thinks, feels, observes and does not reach into mind of other characters.


Other characters’ thoughts, feelings can be revealed to reader only through indirect means, such as dialogue.
This view is useful for surprise endings when reader learns crucial information only at the story’s end.
First-Person
I, me, my, mine, we, us, ours,
Second-Person
you, your
Third-Person
he, she, her, they, them
(also character's names)
o
Resources:

http://www.ereadingworksheets.com/point-of-view/

http://www.lauracandler.com/tropicaltreasurehunt.php (Non-fiction article)

Sideways Stories from Wayside School by Louis Sachar

Anne of Green Gables by L. M. Montgomery

Alice's adventures in Wonderland by Lewis Carroll, John Tenniel

Shiloh by Phyllis Reynolds Naylor

Black and White - Macaulay

Call Me Ahnighito – Conrad

Great Kapok Tree – Cherry

Great Shaking –Carson

Pain and the Great One – Blume

Something to Tell the Grandcows - Spinelli

Through Grandpa’s Eyes – MacLachlan

Tight Times – Hazen

True Story of the Three Little Pigs - Scieszka/Smith

Two Bad Ants – Van Allsburg

Voices in the Park - Browne

When I Was Young in the Mountains – Rylant

Barn – Atwell

Predictions
o
This is when you use clues from the story and predict or assume what the story is about or after reading, what will happen next.

Ex. By looking at the pictures of the Three Little Pigs, you can predict that the story is about 3 pigs that encounter a wolf.

When the wolf thinks about climbing down the chimney and you see the boiling pot of water, you can predict that he is
going to fall in and the pigs will be safe and sound from then on.
o
Resources:

http://www.readwritethink.org/classroom-resources/lesson-plans/using-prediction-prereading-strategy165.html?tab=4#tabs

http://www2.scholastic.com/browse/article.jsp?id=3868

http://www.harcourtschool.com/activity_collections_preview/predict_outcomes/3_predict.html

http://www.houghtonmifflinbooks.com/features/thepolarexpress/tg/twobadants.shtml#lower

Two Bad Ants, by Chris Van Allsburg

Problem and Solution
o
In many stories, a character has a problem. The events in the plot tell how the character tries to solve the problem.
o
When you read, ask yourself: What problem does the character need to solve? If you know what the problem is, you can focus on
how the character tries to solve the problem.
o
Ex. In the story, The Princess and the Frog, Problem: The prince is under a spell that turns him into a frog. Solution: The princess
kisses the frog and turns him back into a prince.
o
Resources:

http://www.timeforkids.com/TFK/teachers/minilessons/wr/0,28171,1681691,00.html

http://www2.scholastic.com/content/collateral_resources/pdf/l/lessonplans_graphicorg_pdfs_problemdiagram.pdf

Underwear by Mary Elise Monsell

King Bidgood’s in the Bathtub by Audrey Wood


Propaganda/Persuasion
o
Techniques used to influence opinions, emotions, attitudes or behavior.
o
The use of persuasion; A means of convincing people:

to buy a certain product

to believe something or act in a certain way

to agree with a point of view
o
Resources:

I Wanna Iguana Karen Kaufman Orloff

http://www.youtube.com/watch?v=3udI0R4BLH8

http://www.youtube.com/watch?v=9ejTf0iu6yY&feature=related

http://wmhc.isucomm.iastate.edu/Handouts/persuasivedevices.pdf

http://www.readwritethink.org/files/resources/lesson_images/lesson56/homework1.pdf

Writing: http://teacher.scholastic.com/activities/writing/minilessons.asp?topic=Persuasive
o
Propaganda techniques:











Bandwagon
o
A persuasive technique that invites you to join the crowd.
o
Everybody’s doing it!
Testimonial

Uses a famous person to sell a product to you
Snob Appeal

Tells the audience that this product is better than the others

Uses name brand, high class, etc…
Plain Folks

Uses every day, ordinary people who have used the service or product
Glittering Generalization

When an advertiser tells us they have the best product by using words like; “exciting”, “new”, “wonderful”, but
they cannot prove it.
Slogan

A catchword or phrase, often repeated, and sometimes used with music
Name-Calling

When one person or company puts down their competitor
Emotional Appeal
o
A person is made to have strong feelings about a situation or product
Expert Opinion
o
Experts approve this product, so you should use it
Transfer
o
Persuades you to buy something for the wrong reason
o
Ex. You buy the Cracker Jacks box to get the free toy inside
Sequencing events
o
Putting story events in order by first, next, last.

Ex.
The three
little pigs
want to
move out.
o



Each build a
house made
out of diff.
materials.
Wolf blows
down two
houses.
Pigs trick
wolf into
falling into a
boiling pot of
water.
Resources:

The Rain Came Down by David Shannon

http://www2.scholastic.com/browse/collateral.jsp?id=862

I know an old teacher by Annie Bowen- Sequence, rhyming and repetition

Bringing the Rain to Kapiti Plain - Aardema

Jumanji - Van Allsburg

King Bidgood’s in the Bathtub – Wood

The Mitten – Brett 398.2

Where the Wild Things Are – Sendak
Setting
o
o
The time, place and environment of a story is called the setting.
Elements of Setting:

Place - geographical location. Where is the action of the story taking place?

Time - When is the story taking place? (historical period, time of day, year, past, present or future, etc.)

Environment
Weather conditions - Is it rainy, sunny, stormy, etc?

Social conditions - What is the daily life of the characters like?

Mood or atmosphere - What feeling is created at the beginning of the story? Is it bright and cheerful or dark and
frightening?

Culture- Types of food, clothing, religion, race, etc…
o
Resources:

http://bogglesworldesl.com/setting.htm

Teaching Setting with Haiku- Allow students to write a descriptive Haiku about a scene or place.

http://www.readwritethink.org/classroom-resources/lesson-plans/travel-brochures-highlighting-setting-961.html

http://www.readwritethink.org/files/resources/lesson_images/lesson107/107BookList.pdf

http://www.readwritethink.org/classroom-resources/lesson-plans/using-picture-books-teach-a-107.html
Summarizing
o
Is when you retell the story in just a few short sentences
o
Ex. Tale of the Three Little Pigs

Summary: Three little pigs want to move out and decide to each build a house. A wolf comes and blows down all but one
house. The pigs live in that one house and eventually, trick the wolf into falling into a boiling pot of water.
Theme
o
o
o
The theme of a fable is its moral. The theme of a parable is its teaching. The theme of a piece of fiction is its view about life and how
people behave.
Life lesson, meaning, moral, or message about life or human nature that is communicated by a literary work.
In other words…

Theme is what the story teaches readers.
o
o
o

Tone
o
o
o
o
o
o
o
A theme is not a word, it is a sentence.
You don’t have to agree with the theme to identify it.

Examples

Money can’t buy happiness.

Don’t judge people based on the surface.

It is better to die free than live under tyranny.
Resources:

http://www.learner.org/interactives/literature/read/theme1.html

http://www.ereadingworksheets.com/free-reading-worksheets/theme-worksheets/teaching-theme/

http://www.ereadingworksheets.com/reading-worksheets/theme-worksheet.htm

http://www.ereadingworksheets.com/free-reading-worksheets/theme-worksheets/

Owen by Kevin Hanks- Theme, or character counts

Corduroy by Don Freeman- themes, messages, lessons
Style or manner or expression in speech or writing.
The author’s attitude toward the work, events, characters, or the reader/audience
Tone and Mood are closely related.
Tone is what the author or narrator thinks and feels about a piece and that mood is what YOU feel about the work
Some adjectives to describe TONE: Formal, informal, serious, humorous, amused, angry, playful, neutral, satirical, gloomy,
conciliatory, sad, resigned, cheerful, ironic, clear, detailed, imploring, suspicious, witty…
Ex. The story, Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst; the tone is gloomy, whereas the mood may also
be gloomy or maybe amused.
Resources:

http://lauracandler.com/filecabinet/literacy/PDFRead/LiteraryMoodRing.pdf

http://lauracandler.com/filecabinet/literacy/PDFRead/MoodList.pdf

http://www.youtube.com/watch?v=jDUhDV-72S0

http://www.pflugervilleisd.net/curriculum/ela/grade6/documents/TONEMOOD_000.pdf

http://www.brighthub.com/education/k-12/articles/12268.aspx

The Rain Came Down by David Shannon

Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst
Extra’s:
*Robert Munsch- Author study- writes to author, he writes back and addresses questions!! Will send an unpublished manuscript www.robertmunsch.com

PARTS OF SPEECH:
o
o
o
o
o
o
o
Nouns:

A Cache of Jewels – Heller 428.1

A Mink, a Fink, a Skating rink, What is a Noun? - Cleary, Brian 428.2

Pronouns:

I and You and Don’t Forget Who – Cleary, Brian 428.2

Mine, All Mine – Heller 428.2s

Verbs:

Kites Sail High – Heller 428.2

Old Black Fly - Aylesworth

Prairie Dogs Kiss and Lobsters Wave: How Animals Say Hello – Singer 591.59

Pumpkin Soup – Cooper

To Root, to toot, to Parachute; What is a Verb? - Cleary, Brian 428.2

Zzzng! Zzzng! A Yoruba Tale – Gershator 398.24
Adjectives:

Hairy, Scary, Ordinary; What is an Adjective? - Cleary, Brian 428.2

Old Black fly – Aylesworth

Many Luscious Lollipops – Heller 428.2

That’s Good! That’s Bad! - Cuyler

Things that are Most in the World – Barrett

14
Adverbs:

Dearly, Nearly, Insincerely What is an Adverb? –Cleary, Brian 428.2

Faint Frogs Feeling Feverish – Obligado

Z Was Zapped - Van Allsburg 411
Prepositions:

Behind the Mask – Heller 428.2

Under, Over, by the Clover; What is a Preposition? – Cleary, Brian 428.2
Superlatives:

Things that are Most In the World –Barrett
Interjections and Conjunctions:

Fantastic! Wow! And Unreal! – Heller 425
Grammar:

Harvey Potter’s Balloon Farm – Nolen

Old Jake’s Skirts – Slonim
o
o

Alliteration, Nouns, Verbs, & Adjectives:

Absolutely Awful Alphabet – Gerstein 428.1
Compound Words:

Once there was a Bull… (frog) – Walton
WRITING SKILLS:
o
Letter Writing:

Armadillo from Amarillo – Cherry

Around the World, Who’s been Here? – George

Message in the Mailbox – Leedy 395

Stringbean’s Trip to the Shining Sea – Williams
o
Acrostic Poems:

Autumn, an Alphabet Acrostic – Schnur 793.73
o
Punctuation:

Punctuation takes a Vacation - Pulver
o
Vocabulary:

Miss Alaineus: A Vocabulary Disaster – Frasier
o
Jokes & Riddles:

Funny You Should Ask: How to Make Up Jokes and Riddles with Wordplay – Terban 808
o
ABC Books:

A is for Salad – Lester

15

Absolutely Awful Alphabet – Gerstein 428.1

Animalia – Base

Antics – Hepworth 421

Many Nations, An Alphabet of Native Americans – Bruchac 970

Miss Spider’s ABC - Kirk

Old Black Fly – Aylesworth

Prairie Alphabet - Bannatyne-Cugnet 421

Prairie Primer A-Z – Stutson

Tomorrow’s Alphabet – Shannon 411

Wacky Wedding – Edwards

What Pete Ate A-Z - Kalman
o
o
Memorable Language:

Fireflies! – Brinckloe

Home Place – Dragonwagon

Jumanji – Van Allsburg

Letting Swift River Go – Yolen

Memory Box – Shanley

Midnight in the Mountains – Lawson

My Mama Had a Dancing Heart –Gray

Nothing Ever Happens on 90th Street – Schotter

Owl Moon – Yolen

The Relatives Came – Rylant
Word Choice:

Amos & Boris – Steig

Chris Van Allsburg’s books

Home Place – Dragonwagon

Patricia Polacco’s books